INVESTIGATION OF CONTENT-BASED TRAINING AND PRACTICE-BASED COACHING WITH TEACHERS OF LATINO PRESCHOOLERS WHO ARE DUAL LANGUAGE LEARNERS AT RISK FOR LANGUAGE DELAYS

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Godfrey-Hurrell, J. (2015). INVESTIGATION OF CONTENT-BASED TRAINING AND PRACTICE-BASED COACHING WITH TEACHERS OF LATINO PRESCHOOLERS WHO ARE DUAL LANGUAGE LEARNERS AT RISK FOR LANGUAGE DELAYS. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

A multiple probe across teacher participants design was used to examine the effects of a professional development intervention that included content-based training and practice-based coaching on teacher implementation of interactive reading procedures with young Latino preschoolers who were dual language learners (DLLs) at risk for language delays. Three African American Head Start teachers and nine Spanish-speaking DLLs between 3-5 years of age were included in this study. The professional development intervention consisted of content-based training, planning, focused-observation, and performance feedback sessions for each teacher. The interactive reading procedures consisted of dialogic reading plus vocabulary instruction delivered over eight sessions with four different children’s books, each with three vocabulary games to extend instruction. The primary dependent variable was each teacher’s ability to implement the 22 steps of the interactive reading procedures. This study also investigated (a) the effects of the professional development intervention on teachers’ implementation of PEER and CROWD dialogic reading strategies, (b) the effects of teachers’ use of interactive reading procedures on targeted children’s oral language skills and vocabulary knowledge, and (c) the perceptions of teachers concerning the effectiveness, acceptance, and feasibility of the coaching and interactive reading procedures. Results of this study showed a functional relation between the study intervention and teachers’ ability to implement interactive reading procedures at 80% criterion for 7 out of 8 sessions. After training and coaching teachers were able to use both PEER and CROWD strategies at increased rates. Child participants showed overall increases in both oral language and vocabulary knowledge. Results of the social validity survey showed positive reports for use of professional development intervention and interactive reading procedures from the teachers.

Details
Author

Godfrey-Hurrell, Jessica

Title

INVESTIGATION OF CONTENT-BASED TRAINING AND PRACTICE-BASED COACHING WITH TEACHERS OF LATINO PRESCHOOLERS WHO ARE DUAL LANGUAGE LEARNERS AT RISK FOR LANGUAGE DELAYS

Physical Description

1 online resource (240 pages) : PDF

Date

2015

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

A multiple probe across teacher participants design was used to examine the effects of a professional development intervention that included content-based training and practice-based coaching on teacher implementation of interactive reading procedures with young Latino preschoolers who were dual language learners (DLLs) at risk for language delays. Three African American Head Start teachers and nine Spanish-speaking DLLs between 3-5 years of age were included in this study. The professional development intervention consisted of content-based training, planning, focused-observation, and performance feedback sessions for each teacher. The interactive reading procedures consisted of dialogic reading plus vocabulary instruction delivered over eight sessions with four different children’s books, each with three vocabulary games to extend instruction. The primary dependent variable was each teacher’s ability to implement the 22 steps of the interactive reading procedures. This study also investigated (a) the effects of the professional development intervention on teachers’ implementation of PEER and CROWD dialogic reading strategies, (b) the effects of teachers’ use of interactive reading procedures on targeted children’s oral language skills and vocabulary knowledge, and (c) the perceptions of teachers concerning the effectiveness, acceptance, and feasibility of the coaching and interactive reading procedures. Results of this study showed a functional relation between the study intervention and teachers’ ability to implement interactive reading procedures at 80% criterion for 7 out of 8 sessions. After training and coaching teachers were able to use both PEER and CROWD strategies at increased rates. Child participants showed overall increases in both oral language and vocabulary knowledge. Results of the social validity survey showed positive reports for use of professional development intervention and interactive reading procedures from the teachers.

Genre

doctoral dissertations

Subjects--Topics

Special education
Early childhood education

Degree

Ph.D.

Keywords

Dialogic Reading
Latino
Practice-Based Coaching
Preschool
Professional Development

Subject Area

Special Education

Advisor(s)

Correa, Vivian

Committee Members

Lo, Ya-yu
Smith, Jane Diane
Algozzine, Bob
Baughn, Cindy

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2015.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

GodfreyHurrell_uncc_0694D_10951

Permalink

http://hdl.handle.net/20.500.13093/etd:204